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UTPA STEM/CBI Courses/Computer Architecture/CPU Design

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Course Title: Computer Architecture

Lecture Topic: CPU Design

Instructor: Yang Liu

Institution: University of Texas-Pan American

Backwards Design

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Course Objectives

  • Primary Objectives- By the next class period students will be able to:
    • Design a simple CPU to execute instructions
  • Sub Objectives- The objectives will require that students be able to:
    • Operate various components such as register files, memory, ALU, control, etc.
    • Implmenet data path and control path
  • Difficulties- Students may have difficulty:
    • Interaction between data path and control path
    • Timing among different components

Model of Knowledge

  • Concept Map
    • Data path
      • Register file
      • ALU
      • memory
    • Control path
      • Control
      • ALU control
    • Execution of instruction
  • Content Priorities
    • Enduring Understanding
      • CPU needs both data path and control path to execute instructions***
    • Important to Do and Know
      • issues for actual circuit implementation such as clocking methodology
    • Worth Being Familiar with
      • Much more complications in real word product CPU
      • Relationship between CPU design and instruction set

Assessment of Learning

  • Formative Assessment
    • In Class (groups)
      • Exercise on how each component works
      • Exercise on how an instruction is executed on the data path and control path
    • Homework (individual)
      • calcuate the critical path for given delays of components
  • Summative Assessment
    • Write a simulator of a simple CPU

Legacy Cycle

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OBJECTIVE By the next class period, students will be able to:

  • Design a simple CPU to execute instructions

The objectives will require that students be able to:

  • Operate various components such as register files, memory, ALU, control, etc.
  • Implmenet data path and control path


THE CHALLENGE IPAD is a sucessful product of Apple. Apple decides to hire new engineers to design a new CPU for next generation of IPAD. You are hired after your graduation. Show the link to the news on Apple: http://www.appleinsider.com/articles/10/12/31/apple_to_expand_cpu_design_group_beyond_ipad_a4.html

How do you design a CPU for that purpose?


GENERATE IDEAS

  • Students discuss in pair what are needed inside a CPU
  • Students talk about the tools needed to design CPU if they know any


MULTIPLE PERSPECTIVES


RESEARCH & REVISE

  • Students should know there are various components inside a CPU
  • Students discuss how to use various components in a CPU
  • Lectures on data path and control path is given
  • Students search more information from Internet on CPU


TEST YOUR METTLE

  • In-class exercises.


GO PUBLIC

  • Complete the simulator project

Pre-Lesson Quiz

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  1. CPU only needs to read, process, and write data. Is this claim correct or not? Why or why not?

Test Your Mettle Quiz

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  1. Assume register i holds integer value i. (a) if rr1=5, rr2=12, wr=6, wd=-1, and regWrite=0, what happens after accessing the register file(including output and any other changes)? (b) if rr1=5, rr2=12, wr=6, wd=-1, and regWrite=1, what happens after accessing the register file(including output and any other changes)? (c) if rr1=5, rr2=12, wr=5, wd=-1, and regWrite=0, what happens after accessing the register file(including output and any other changes)?
  2. (a) What does regDst=1 and regWrite=1 mean for R-format instructions? (b) Why are ALUsrc=1, memToReg=1, regWrite=1 and memRead=1 for lw instruciton? (c) Why do the values of regDst and memToReg not matter for beq instruction?
  3. Show the execution and critical path of instruction "add $s0, $s1, $s2" with given component delays.
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